2025 Australian Teacher Aide Team of the Year
Sheldon College
Primary Learning Enhancement Educational Support Officers (ESOs)
Nominated by: Matt Steenson, Head of Learning Enhancement
Congratulations to the Primary Learning Enhancement Educational Support Officers at Sheldon College in Queensland, who have been named the 2025 Australian Teacher Aide Team of the Year.
Middle row: Louise Bowley, Sam Evans, Bec Short & Marielle Ashcroft.
Front row: Natasha Herman, Susan Etherington, Bec Iffland & Hugh MacDonald.
Absent: Michelle Lanaro, Danni Williams, Therese Davis & Bek Rae.
This outstanding team of ESOs; Angela Daly, Bec Iffland, Bec Short, Bek Rae, Danni Williams, Hugh MacDonald, Louise Bowley, Marielle Ashcroft, Michelle Lanaro, Natasha Herman, Pav Sandhu, Phoebe Hall, Rachel Whitehead, Sam Evans, Susan Etherington, and Therese Davis, provide exceptional support to students from Prep to Year 6, with their work now extending into the Middle College to ensure smooth transitions into secondary schooling.
Every day, the team delivers high-quality, evidence-based support tailored to the diverse needs of students, including those with disabilities, EAL/D learners, and gifted and talented students. Their expertise spans literacy and numeracy interventions, executive functioning coaching, emotional regulation strategies, and enrichment activities — all underpinned by a deep commitment to student learning and wellbeing.
Head of Learning Enhancement, Matt Steenson, said: “Our ESOs are trusted partners in student learning. They bring professional confidence, flexibility, and compassion to their work, ensuring that every child receives the adjustments they need to access the curriculum and thrive.”
The team’s contribution extends well beyond the classroom. They run early morning literacy and numeracy intervention sessions, facilitate inclusive play and social skill development, and support transitions for students entering Prep or moving into secondary school. Their skill in noticing subtle signs of disengagement or dysregulation, and responding with calm, proactive strategies, has had a profound impact on student wellbeing and participation.
Sheldon College ESOs also play a crucial role in compliance and assessment processes, assisting with NAPLAN, NCCD, AARA, and language diagnostics, and contributing valuable observations to case discussions and planning meetings. Teachers rely on their insights to adapt instruction, while families value the care and reassurance they provide during times of adjustment or new diagnoses.
Collaboration is at the heart of their work. The team engages in weekly planning sessions, daily communication with teachers, and regular consultation with allied health professionals, ensuring wraparound support for every student. Their collegial approach extends to mentoring new staff, sharing strategies, and supporting one another through challenges, hallmarks of a strong and cohesive team culture.
Professional learning is a priority for this team. They have completed training in evidence-based intervention programs such as MacqLit, Read3, JEMM and Spelling Mastery, as well as coaching with speech pathologists and occupational therapists. They also presented internal workshops on the Australian Teaching Assistant Professional Standards (ATAPS), further embedding reflective practice and goal setting across their team.
Their collective impact is evident in improved student engagement, greater independence, and the creation of a learning environment where all students feel valued and supported.
Matt Steenson summed it up: “Our ESO team brings calm to complexity. They are the quiet force behind student success at Sheldon College.”
